In today’s fast-paced world, silence seems like a luxury! With constant notifications on the phone, the ever-present hum of technology, ears stuffed with air pods, the continuous bluster of traffic, and a restless world.…I am not surprised that silence doesn’t find a place quickly in our lives. However, silence can be a powerful tool for students and teachers. In this blog, we’ll explore the less talked about concept of “Silence in the Classroom – boon or bane,“ delving into the factors influencing it, its benefits and challenges.

Students’ silence in the classroom has lately become an area of attention for educators and scholars However, the factors influencing students’ classroom silence have been regarded as a problem of the relationship and communication between the educator and the learners. These are pivotal factors in understanding and addressing classroom silence.

Years back, when I began teaching, one of the questions that always echoed through my mind was whether to embrace silence in the classroom. For me, a traditional classroom was where teachers talked, students listened, and discussions happened. It was a place where talking was teaching, and the students’ silence was golden. That Golden Silence, as I understood, was more about exerting power over pupils and restoring order. At least when I was a student, teachers would expect pin-drop silence in the class to ensure discipline and complete control. The most commonly used phrase, “finger on your lips”, was a favourite amongst teachers and class monitors. Maintaining silence was a way to create an environment where students could focus on the teacher’s instruction and absorb the information being shared to acknowledge the teacher’s expertise and authority. I wouldn’t say I liked the idea of a silent classroom in those days, as I found it very restrictive and suppressive from a student’s perspective. However, when I became an educator, I learned to appreciate the profound impact that silence could have on the teacher and the taught, and thus on the teaching and learning process. It’s important to note that the approach to classroom discipline has evolved. Modern educational theories and practices promote more interactive and student-centred learning environments. While silence still has a crucial role in certain situations, many educators aim to balance maintaining order and fostering a more dynamic and engaged classroom environment.

So, silence in the classroom can neither be strictly classified as a boon nor a bane. Its impact depends on how it is used within the educational context. It can be beneficial and challenging, depending on various factors and how it is integrated into the teaching and learning process. Let me highlight how it can be helpful, if used judiciously, to enhance children’s learning experiences.

To begin with, a creative way is to allocate ‘ME Time‘ during the day from lower grades onward. It could last from 15 minutes to half an hour, depending on its objective and the teacher’s and student’s needs. This particular time could be utilised in the following ways:

• Reflect & Introspect: Students must be allowed to quietly/silently reflect on what they’ve learned and process new information, thoughts and experiences, making meaningful linkages with their real world.
• Setting personal goals: Students can be encouraged to set personal goals, both academic and non-academic, to help them develop a sense of purpose and motivation.
• Guided mindfulness and relaxation activities: Such methods and techniques can help students manage stress, improve focus, and enhance emotional well-being.
• Journal Writing: Providing silent time for students to write in a personal journal entry can encourage introspection, self-expression, creativity, and a means to process their thoughts and experiences.
• Silent Reading or Learning: Allowing students to choose a book to read independently or explore a topic of interest can promote a sense of autonomy and a love for learning. For Silent Reading, DEAR Time (Drop Everything and Read Time) is a common practice in schools today. It can be a meaningful practice only if DEAR Time applies to all present in the school; from the guards, peons and support staff to the teachers, students and leaders, everyone should pick up something to read in quietude.

Unfortunately, oftentimes in the classroom, for a lot of students, the opposite of speaking is waiting to speak again. Students mostly think about what they want to say, rather than listen to what others have to say. Building a culture of silence as part and parcel of a regular class session can be a boon. Ideally for ‘Silence’ to be an effective tool in the classroom one can look at the benefits it offers:

• As an educator, I realise that silence can work to the advantage of teachers and students, especially in enhancing communication skills. Remaining silent helps students focus on the teachers’ explanations and develop their listening skills. I used to think, “Be attentive and Listen carefully!” were the be-all and end-all phrases for students to listen, aka “Sit straight and pretend to listen!” I took some time to realise that active listening is a critical part of the teaching and learning process. Listening is not a “soft” skill but a paramount component of communication and collaboration that caters to students’ socio-emotional development. Inviting students to pause, reflect, pair, and share allows them to participate in their learning. They listen to what others are saying and learn to respect and appreciate diverse perspectives. Teachers can model active listening skills, but there is no substitute for students practising those skills in the classroom with classmates, beginning with pairs. So, once the students get into active listening mode, it leads to better comprehension and improved communication skills.
• A silent classroom also fosters ‘Inclusion’. Not all students learn in the same way. Some may need extra time to process information or think deeply about a topic. Silence ensures that all students get an equal opportunity to formulate and reorganise their thoughts, thereby eliminating the dominance of more vocal or assertive students and creating space for those who are less vocal and hesitant to participate actively. I remember a student named Naman, from the early primary wing, who often felt anxious about speaking in class. This was very different from how he was in his kindergarten years, when he would participate freely in any discussion. But to my surprise, he had become reluctant to share his thoughts, fearing judgment from his peers as he would usually say random things without any relevance to the topic being discussed. I was his English teacher and understood his struggle. To help him overcome his anxiety, I introduced short moments of silence before discussion and Q&A sessions. During these moments, Naman found solace. He could gather his thoughts and formulate his responses, and with motivation and appreciation, he could voice himself fearlessly. This simple practice boosted Naman’s confidence, transforming him into an active participant in class discussions. A solution like this ensures that diverse voices are heard and valued, leading to richer discussions and a more equitable learning experience.
• Silence in the classroom is a valuable tool for cultivating critical thinking, analytical ability, and logical reasoning in students. It provides the mental space and conducive environment necessary for deep contemplation and the ability to analyse and thus encourages thoughtful responses. These skills serve students well academically and are highly transferable to real-world problem-solving and decision-making, thereby ensuring that learning was happening at the higher levels of Bloom’s Taxonomy pyramid – extending into analysis, evaluation & creation.
• Ever wondered why meditation is done in silence? Silence is the basal requirement for focusing the mind, enhancing concentration, and achieving the deep relaxation and mindfulness that meditation aims to achieve. In silence, individuals can become more attuned to their internal thoughts, pace of breathing, emotions, and sensations. This self-awareness is fundamental to developing rational thinking– a technique enabling young minds to observe, think and question intelligently to comprehend situations and problems holistically.

In summary, silence as a boon in the classroom can be summed up as being a tool that can be harnessed for its benefits, but must be used wisely. It should be seen as something other than an all-encompassing solution but as a valuable resource to support learning when appropriately integrated into teaching and learning.

In Gordon Hempton words, “Silence is not the absence of something, but the presence of everything.“

This quote underscores the idea that in the quiet moments of the classroom, there is an abundance of learning, reflection, and potential. At the same time, let’s also be aware of the damage when silence is misplaced and ill-timed. Children often do not like to be silenced in the classroom for various reasons, as silence can be seen as restrictive and counterproductive to their learning and development. Here are some of the key reasons why it is considered a bane in class:

• Being silent directly impacts the social interaction of students. Talking and sharing ideas with their peers and teachers is an integral part of their social and emotional development in schools, and they thrive on it. Being silenced can be isolating and make them feel disconnected from their friends and classmates.
• Silence often deters students from being curious and creative learners, hampering their ability to explore the world around them. It can be stifling if their natural inclination to ask questions, share thoughts, and engage with their environment is being restrained. Active engagement in learning is crucial for conceptual understanding and deeper learning in any subject. For many children, being actively involved in discussions, asking questions, and expressing their thoughts helps them stay engaged and interested in the ongoing learning experience.
• Prolonged silence can lead to boredom and disinterest. If it can happen to us as adults, it is natural to happen to children, who are naturally playful and energetic. Children not actively participating or interacting will become restless or disengaged from learning.
• We all know that different students have different learning styles. Some may learn best by talking things through or discussing concepts with their peers. For them, silence can significantly challenge their ability to learn new concepts.
• Being told to be silent constantly can make students feel controlled, powerless, dominated upon…, which in turn, may lead to resistance, insolence and behavioural issues. For some children, this constant silencing may heighten their levels of stress, anxiety, fear of making mistakes or being judged by others in the class, and affecting their confidence and morale.
• From the educators’ point of view, it could be very challenging to assess or gauge students’ understanding and participation during moments of silence.
• Last but not least, if one doesn’t know where to draw the line, excessive silence can hinder the lesson flow and create unnecessary time pressure.

So far, the focus of this article has been on how silence can be an effective tool vis-a-vis the challenges it can pose for teachers and students in the school environment. However, identifying and addressing silent students and teachers in a school environment is crucial too for creating an inclusive, supportive, and enriching educational community. We all know that every student is unique, and there could be various underlying reasons for their silence. It would make sense if we made an effort to view each student as a separate individual, with specific concerns. Here are some strategies for managing and understanding such students:

• One must ensure that the classroom is a safe and inclusive space where all students feel comfortable, equal and willing to share their thoughts and ideas openly.
• Show genuine interest in your student’s well-being and success.
• Have one-on-one conversations with students who shy away from public speaking, prefer solo time and remain silent. Let them know that you’re there to support and care for them.
• Pay attention to the students’ body language and facial expressions. Sometimes, non-verbal cues provide insights into their feelings and thoughts.
• You can use your creativity to think of ways for students to participate beyond verbal responses. This could include written assignments, group work, or online discussions.
• Another good idea would be to ask students to keep a journal where they can write down their thoughts, questions, and reflections. This can be a non-threatening way for them to express themselves.
• Be patient and avoid pressuring them to speak up immediately.
• Sometimes, students feel more comfortable speaking in smaller groups or with a partner. Incorporate activities that allow for this kind of interaction.
• Ask other students if they’ve noticed any specific reasons for their silent classmate’s reticence. Sometimes, peers can provide valuable insights.
• Be aware of cultural differences in communication styles and adapt your teaching approach accordingly.
• If the student’s silence persists and seems to be affecting the academic performance or the student’s mental well-being, consider involving the parents or guardians. They may have insights or reasons for the issue.
• Don’t try to do everything on your own. Collaborate with your school’s support services or counselling department to provide appropriate assistance and guidance.
• Use formative assessments like quizzes or simple entry/exit slips, 1-minute Summary, or 3-2-1 strategies to gauge the silent student’s comprehension of the subject matter. This can help you understand if their silence is due to a lack of understanding.
• If there is trust between the teacher and students, and they choose to confide in you, keep the information confidential; unless there are concerns for their safety. Respect the privacy of the silent students.

Understanding and managing a silent student requires patience, empathy, and a willingness to adapt one’s teaching methods to meet their needs. Creating a supportive and inclusive classroom environment can help these students overcome their reluctance and become more engaged participants in learning. This ensures that everyone has the opportunity to thrive, learn, and contribute to the school’s overall success. In essence, the quality of the relationship between educators and learners is paramount for successful classroom dynamics.

“In the stillness of the classroom, a symphony of thoughts unfolds, each note a whisper of wisdom, and in this hushed exchange, we nurture not only knowledge but also the souls of our learners.” – Anonymous

Most of us tend to (or at least begin to) teach in more or less the same way we were taught. And here’s the thing – we aren’t even aware of it; we don’t realise that certain practices get passed down year after year… methods and practices that we consider ‘normal’ and perpetuate them without considering that they may be redundant in the current times, and that there may actually be better alternatives!

Vacation time is the best time to stop in our tracks and question the relevance of these methods – here I discuss 5 such TLMs which, frankly, I myself had used, but then decided to avoid / use very sparingly. I don’t think one can choose ALL or NOTHING when it comes to teaching! There are better strategies that will help us to meet the learning outcomes faster and more effectively, and it is time to revisit our typical old habits in TLM (usually boring for students).

1. Round / Random Robin Reading (a.k.a. Popcorn reading)

Technique: A teacher typically asks each student (the Robin) to take turn in reading aloud a short portion of a story, a chapter from a TB. Typically, all the students would need to remain alert since the next Robin selected could be any random student chosen by the teacher. Like randomly popping corns!

Why I used it: While I didn’t use it in SS, I did use it in the Language Arts, since (a) it consumed class time and the lesson (b) the story / concept kind of unfolded (c) we were able to explore new unfamiliar terms (d) the suspense of turns kept everybody quiet, and (e) I was able to silently tick of some formative assessment parameter for RC fluency.

Research indicates: This is NOT a good strategy because it simply does nothing to actually improve student comprehension or reading skills. Also, it embarrasses students whose read-aloud skills are not at par. It offers only a tiny window of time for each student to actively read, and listening to their classmates read at varying levels of skill, this technique can actually teach students to read more poorly as they pick up the habits of their peers. Also, there is no guarantee that the ones not reading are actually concentrating!

Alternatives you could try: Depending on the age-group you are teaching, you may like to explore numerous alternative strategies by accessing this link: https://www.edutopia.org/blog/alternatives-to-round-robin-reading-todd-finley

2. Readymade Notes

Technique: This is when a teacher supplements an oral lecture with a handout that contains pre-written notes on that content, usually notes-pages that can be generated automatically from a PowerPoint presentation, or drafted from research on the internet and other similar publications.

Why I used it: I have used it in SS more than in Language Arts – typically to add breadth and depth of knowledge (since I was almost always dissatisfied with quantum of content exposure in the chosen TB publication). I felt that by giving ready-made notes (called Additional Factsheets), I was making it easy for students who had missed class to catch up, and it also prevented students from missing important points made during the lecture.

Research indicates: This, in fact, was a gross disservice to students! I was just making things easy for them! Literally, catching the fish and feeding it to them, rather than teaching them how to fish! I soon realised, when no effort is required in the learning process, learning doesn’t last very long.

Alternatives you could try: You may like to switch to teaching your students the skills of note-taking, not just for your lectures, but also the skills of summarising key take-aways from reference books, internet sites and suggested video films. Sure, it may take time; but in the end, you will see it was worth it!

There are many ‘note-taking’ techniques – have your students try a few and decide what’s right for each of them. Allow students to compare notes with each other, discuss them, and revise them. Another powerful way to support students in their note-taking is to provide them with pre-lecture diagrams, visual structures like mind-maps that help them to understand the relationship between the concepts you’re about to teach. To learn more about such alternative note-taking techniques that work wonders, please access: https://collegeinfogeek.com/how-to-take-notes-in-college/

3. Teacher-favoured Punishments!

• Whole Class Punishment

  

  Technique: The teacher punishes the whole class for some behaviour infraction committed by only one / some students. Often, this takes the form of a lost privilege, like recess or a games period or a cancelled field trip or even writing something 100 times!

  Why I used it: I have to say here, that I have used this in the past, especially when a bunch or half the class would fool around or get too noisy! While I can now appreciate the redundancy of it all, I provide feeble justification which may be the same rationale provided by teachers practicing this today….well, it was faster and easier than trying to figure out exactly who caused the disruptions (I knew it wasn’t everyone, but who was counting?!) I issued the threat in the hope that I wouldn’t have to enforce it. I wanted to motivate them, to get them to behave in order to earn some reward. When it didn’t work and I had to use the verbal-emotional whip, I hoped the memory of the loss of a privileged activity would get them in order.

  Research indicates: In the absence of any research on this practice, I read up on some pretty strong public opinion that completely vetoed this TLM practice. Some said that whole-class punishment was and is “fairly ineffective at best, and strongly counterproductive at worst, in shaping group behaviour.” Many teachers recounted that they had been that kid who tried to behave, but got punished along with the entire class. Some shared that their own offspring today had been put in that position. And of course, there would also be those among us who were the ones that caused the trouble, leading to mass punishment! In essence, the weight of “ruining it for everyone” certainly cannot lead to effective classroom learning, nor foster healthy relationships with one’s peers, nor earn brownie points with the teacher or school authorities.

  Alternatives you could try: The best way to deal with a rowdy class is preventive medicine! If on many of your days, your whole class feels chaotic, this is actually symptomatic of a larger problem. Perhaps your directions aren’t clear; or your students seem disinterested, bored. You may need to explore more engaging strategies for interaction and movement into your lessons. If your teacher kitty is exhausted and the concern appears to stem from the student body, then it could be time to re-assign ground rules and agree upon clear behaviour-guidelines and consequences. When small disruptions come up, it’s best to deal with them quickly before they grow into bigger problems.

  Do check out the Distract the Distractor strategy here: https://www.cultofpedagogy.com/distract-the-distractor/ OR
  the Notebook Strategy here: https://www.cultofpedagogy.com/notebooks-part-1/

  You may also like to look up these sides for some alternative Classroom Management techniques:

  (i) https://smartclassroommanagement.com/2011/10/15/how-to-handle-whole-class-misbehavior/
  (ii) https://www.edutopia.org/blog/positive-not-punitive-part-1-larry-ferlazzo

• Stand outside / Go out of the class

  Technique: If a child continues to disrupt the class and/or misbehaves, s/he is sent out of the class to singularly adorn the corridor, or is sent to some other person!

  

  Why it was/is used: I have to admit that I have never used this technique at all, since I have always believed that an idle mind in the corridor could result in a worse devil’s workshop! I did, have errant students dotting the isolated far corners within my class – believing that at least, if the child was standing there facing me (without eye contact with the peers), s/he would be forced to listen and some of the ambient learning would seep into the disruptive brain! Some teachers, even today, choose to send off disruptive kids to a colleague’s class or to the staff room or worse still, to the ‘Principal’s room’!

  The claim: the time-out helped the student and themselves to realign to what needed to come next and get done.

  Research indicates: If a child’s behaviour isn’t good enough in one class it probably is the same in other classes too. If s/he is sent to another place, s/he may go on to misbehave there too or be motivated to behave out of fear rather than accountability and reformation. Imagine – one kid has potentially disrupted 40-60 children’s learning in one period! Also, why burden another teacher or the Principal for one’s own failings in classroom management? Everyone needs free time for their level of planning and preparation, not for looking after misbehaving students.

  Alternatives you could try: In most child-centric schools where students misbehave, they prefer students to be sent to a specific room (isolation/withdrawal etc) where one person looks after these students, rather than the possibility of causing more issues for other students, other staff and waste learning time. It is then for the teacher and HOD to attempt to resolve/organise a consequence-meet with the student at another time.

  Unless the misbehaviour is repeated despite warnings, or harmful to the general peace, quiet and safety of the school – it is better to not involve the parents nor advisable to send complaint notes to parents in the diary. Would you, as a teacher, like to receive similar notes from parents regarding how the child misbehaved in the home scenario? The recourse for reformative & positive action must be initiated and addressed at the location of misbehaviour.

4. Using Learning Styles to Plan Instruction

Technique: Most B Eds and similar degrees teach budding teachers the concept of MI and how every learner is either a visual, auditory, or a kinaesthetic learner. Other learning styles also exist, each one offering labels to define how students process information. Consequently, some teachers end up differentiating instruction by separating students into groups based on these tendencies. Once a student has been labelled with one particular learning style, the teacher attempts to adjust her teaching style to reach students through their identified learning mode.

Why I used it: This one I didn’t really use too much. I was aware of learning styles and I was always mindful of the need to present information in different ways to the entire group, with some extra guidance for some. E.g. for a student who had a lot of trouble following spoken instructions, I always tried to include written instructions. For a visual learner, I allowed drawing-based answers instead of dry para-text. Although, I never really felt I had aced competency in the realm of differentiated instruction.

Research indicates: Attempts to find evidence / correlation that ‘matching the teaching style to the students’ learning style led to greater learning gains’, yielded nothing! I looked at study after study, but found NO proof that this practice has any impact at all. In fact, there is evidence to suggest that kids learn better through different modalities AND attempting to label students and narrow our teaching strategies with them can ultimately limit them, making them believe they are only capable of learning in one way.

In the context of Multiple Intelligences, Howard Gardner says, “It’s very important that a teacher takes individual differences among kids very seriously. The bottom line is a deep interest in children and how their minds are different from one another, and in helping them use their minds well.”

Alternatives you could try: Provide a variety of learning experiences and plan your instruction to reach all students through different pathways. In the same way that eating a variety of foods helps ensure you get all the nutrients you need, using a variety of instructional strategies will help you to reach every student. You may like to explore some strategies through these links:

For Text Structures: https://www.cultofpedagogy.com/text-structures/
For Cultural Diversity: https://www.cultofpedagogy.com/culturally-responsive-teaching-strategies/
Mind’s Eye Technique: https://www.cultofpedagogy.com/minds-eye/
Concept Attainment Model: Concept Attainment Model: https://www.cultofpedagogy.com/concept-attainment/

5. PEER Tutoring the old-fashioned way

Technique: The teacher plans a lesson aimed at the ‘average / middle group’ of learners. Thereafter, in order to provide extra assistance to students who need it, and simultaneously provide extra challenge for students who grasp the concepts quickly, the teacher plans to have the smart students (who finish the assigned task early), help those lagging behind.

Why I used it: Oh yes, this one I did use; it just made so much sense! I couldn’t be everywhere to help all the students who needed it, and my more advanced kids were just sitting around with nothing to do (warning bell!), so it seemed like the best-fit solution. The kids who needed help got it, and the advanced kids got to learn the material really well by teaching it to someone else (remember the familiar quote – Teaching is Learning Twice?). Easy-peasy – two birds killed with one stone. As for Differentiation, hmmm?

Research indicates: No. That’s not differentiation. Although mixed-ability groups and tutoring can benefit the students who need help to some degree, these arrangements do very little for the advanced students in pushing their limits, or in engaging them in higher order thinking. In order to receive the appropriate challenge, high-ability or gifted students need regular opportunities to be grouped with like-ability peers. Having advanced students do peer tutoring of less capable kids doesn’t necessarily do them any harm, but if overused, it compromises true differentiated instruction. Neither does it offer learning experiences that would challenge these students at an appropriate level.

Alternatives you could try: Peer tutoring can be used, but very occasionally, thereby allowing students to share their unique gifts with their peers. To address the needs of all learners, we strongly recommend that you try the strategies recommended by Carol Ann Tomlinson in her book, The Differentiated Classroom, including learning stations, tiered assignments, orbital studies (3-6-week independent investigations), and learning agendas, where students are given a list of tasks to complete in whatever order they want over a period of several weeks, much like the kind of personalized plans given to students every day in Montessori classrooms. If you have a class with ‘gifted’ learners, you may like to access the strategies mentioned in: https://nagc.org/

Finally, after spring cleaning these old habits, here’s something fresh you may like to add to your basket of goodies as you approach the new academic session : 6 Powerful Learning Strategies that you must teach your kids – https://www.cultofpedagogy.com/learning-strategies/

As rightly stated by Dylan Wiliam – “A bad curriculum well taught is invariably a better experience for students than a good curriculum badly taught: pedagogy trumps curriculum. Or more precisely, pedagogy IS curriculum, because what matters is how things are taught, rather than what is taught.”

Good Luck!

Child-like Wonder – something we are all born with, yet just a handful of us keep this alive as we age into the autumn years of our lives. Having said that, I do believe that is it easier for people in education, especially school education, to keep this flame burning for a long time all due to our magical, curiosity and wonder filled times with students around us!

So, Teachers, every year, as you begin a new Academic year, you would probably be looking forward to welcoming and embracing the new bunch of little wonders who will be attending school with you for a good 220 days or so! Some of the 3-year-old toddlers would be attending school for the first time! Also, every parent handing over their child to you would be living through the anxious moments of releasing the little ones into your care, hoping their child settles in comfortably, sans emotional trauma, and enjoys 12-15 years of a memorable, exciting and life-changing journey at school, unravelling the mysteries of the world and life at large.

Imagine each parent writing you a personalised letter – the way Abraham Lincoln wrote to his son’s school teacher (here it is to refresh your memory):

That letter was written decades ago; however, its essence holds true even today! Like Lincoln, what would present-day Parents truly want to share in their letter to YOU – their child’s mentor, teacher, friend, guide for the journey ahead? We reproduce here – the introductory section of what a parent (Tracy Ann Clark) wrote to her son’s first teacher:

“Dear Teacher,

My son saw his first snow last winter. He stuck his little face straight up in the air and squealed with delight when he felt the cold, soft flakes against his skin. The white, feathery bits swirled around and then slowly floated down towards his outreached hands against the backdrop of deep grey, Texas skies. His eyes filled with pure wonder at the sights, sounds, touch, and taste of it all.

There in that moment I thought about YOU, his ‘future teacher’. I thought about all the pressures, requirements, and agendas you are bombarded with. I thought about the big tests and the consuming reality of preparing for these snapshots of my child’s supposed learning. I thought about how you might even be told to ignore what you (and brain research) know(s) about how my son learns best.

I thought about the precious and fragile gifts I see in my child today: pure wonder, joy, and curiosity. And I’d like to share with you from my perspective, as a parent, as a former teacher, and current learner, what I think really matters.”

Have you thought about what really matters? It is important for Teachers and Parents as Partners in Education to share with each other and understand from each other, what REALLY matters – in life and in the growing years of a student.

Continuing here, are the points that Tracy Ann Clark listed for her son’s Teacher (quote – unquote), which is relevant for every educator today and always:

1. BELIEVE IN MY CHILD, BEYOND WHAT YOU CAN SEE

Believe my child can do more than remember the order of the planets and recite the year Columbus sailed the ocean blue. Believe that he can think in new ways, even if you haven’t seen it yet. Believe he can grow and not be defined by last year’s teachers’ notes or those black, pink and blue cards that sum up a year of behaviour with numbers or stickers or pluses and minuses. I want you to be a downright crazy idealist when it comes to what my child can do. You might be surprised when he rises to the challenge.

2. BELIEVE IN YOURSELF, BEYOND WHAT YOU THINK YOU CAN LEARN

Believe in your ability to meet his needs. Learn new strategies when something just isn’t working. I’m not sure where we internalized the assumption that teachers should know everything, but it is just that – a false assumption!

I’d much rather you realize and model the value of on-going curiosity and growth in your own life, and watch the beautiful overflow of passionate learning spill into your interactions with my son and your other students.

3. STOP PLAYING SCHOOL

Have you ever thought about the fact that my son’s birthdate, an arbitrary number on the calendar, determines when he is deemed ready for multiplication or solving chemical equations? I want you to question everything: Does my son need to sit in a desk in a row? Does he need to raise his hand to respond? Is this whole thing really working? If the answer to that last one is no, then stand up and change it. I’ve got your back!

4. VALUE CURIOSITY OVER COMPLIANCE

Learning is messy. Learning doesn’t always look civilized. Curiosity and student interest don’t usually fit inside a pre-packaged curriculum. What do your actions show my son that you value most? Are you so busy telling him to be quiet, or get in line, or hurry up, that you miss the caterpillar he is crouched around, trying to help it across the sidewalk? Please don’t show my son that school is a place for compliance over curiosity. It isn’t about colouring inside the lines. And here is a-not-so-secret-secret, my son’s future employers agree. Our world needs more creatives than cogs. Do we want well-behaved students or world-changing students?

5. VALUE PROCESS OVER PRODUCT

I know it is a lot more work to get out the rice bins, water table, and gallon containers to let him explore capacity for himself. I know water might spill and those grains of rice are killer to clean up when they overflow and find their way into every nook and cranny. But I really care about the experience and so does he. My son needs to touch and feel and shake and sort and measure.

My son needs to stomp and jump and run and fall and dust his knees off. My son needs to ask questions and read about things he loves and write about moments he treasures. He needs to persevere through a challenging problem and experience the satisfaction of finding an answer not because the answer is the point, but because of the learning he is constructing along the way.

So, let my son ‘create’ without a bunch of rules and a model product. I know it feels like everyone else has the perfect cookie cutter wall displays. I know it feels like all the other classrooms look ‘Pinterest-perfect’. But does HIS model flower need to look exactly like all the others? What does this prove my child can do anyway? Follow directions, conform, copy. I want more for him. I think YOU do too. If they all look the same, then you’ve got a recipe, not creativity.

6. ADOPT A POSTURE OF EXPERIMENTATION

If my son can’t try something and fail at school then where can he? Nurture a culture of thinking where it’s okay to make mistakes. A space where my son can develop the thinking dispositions of a scientist and an entrepreneur as he explores and experiments and figures things out by himself.

YOU can be a model of this every day as you innovate, iterate, and learn alongside him. I don’t want him to be afraid. Maybe he won’t take on the same fear of failure most of us adults have, because all he knows is that failure is part of the learning process.

7. MAKE ROOM FOR ‘HIM’ IN THE CURRICULUM

Right now, my son’s world is all about the colour red and giraffes. Next week it might be dinosaurs and things with wheels. Help my son see himself in the curriculum. Talk to him about what HE is interested in, what HE wonders, what HE wants to find out. Design learning that takes HIM into account and makes information accessible. Take the time to respond to HIS questions, or provide a place for him to explore them on HIS own. Show him that learning isn’t confined to the time and space of the classroom or the scope and sequence-and guide him where to go when he is hungry for more.

Right now, it is easy to see with fresh eyes as he explores the world around him. Everything is new, everything is a first. Everything is a surprise. He is never bored, because the world is incredible and it is his to discover. Maybe that is part of why he is such an exceptional learner right now. With YOUR help we will see the same look of wonder when he devours a good story, writes a killer poem, comes up with a new way to solve a problem, or combines two chemicals.

So, dear Teacher, I need you to partner with me and protect the precious, fragile gift of ‘wonder’ and ‘child-like imagination’, because that is the key to learning and it is really hard to get back once it is lost.

Isn’t that a lovely letter? Does it not encapsulate the real matters that education should focus on? To foster and nurture an environment that retains the wonder of newness, discovery, questions, self-discovery, magic, creativity, breaking old moulds? The child-centricism? The opportunity and space for spills and errors; of not being judged or being coaxed into a standardised cloned mould? A space to be free, to dream, to find one’s uniqueness and to just BE?

To revive the power of child-like wonder & imagination among teachers and to sustain it in our students as a lifelong skill, Team QEDRAK shares below some favourite videos on the same topic – do view them and become a child all over again!

Hello Teachers…. finally, it’s vacation time!

Despite what most people think, that teachers rarely “relax” during vacation time, it is possible! School activities have come to a standstill and your thoughts would naturally turn to ‘winding down’, right? Believe it or not, there IS a neuroscience behind effectively switching OFF for spring cleaning and switching ON to rejuvenation mode.

Just as your brain’s memory strengthens with practice, so do your brain’s behaviour control networks. What this means is that teachers get used to patterns of behaviour – such as thinking about their students before themselves (during school terms), which can be really hard to break over the holidays. Many teachers experience the stressful fallout of the term gone by. For some, this is the exhaustion or burnout. For others, worries about the upcoming school year are already on the horizon.

But hang on, it’s important to switch off! As you begin to wind down, during the first week, just put your feet up, not worry about waking up early, relax with a book, do absolutely NOTHING for a couple of days . . . allowing the keyed-up, taught-muscled fatigue to dissolve into zephyr. You need to sweep away those ‘previous year’ cobwebs and open your mind’s windows, to let in some fresh air.

Nourishing yourself in a way that helps you blossom in the direction you want to go is attainable, and YOU are worth the effort. ~Deborah Day

Here are some ideas that will help you:

1. First things first, leave school work locked away in that classroom! The danger of having your paraphernalia (books, notes and plans) lying around the house, will tempt you to get to it. If you can’t leave them at school – find a place that is not visible, nor easily accessible – to put away the stuff, at least for a week or ten days.
2. Get out of teacher-mode and let others do things for you. Teachers can find it hard to get out of the mindset of doing things for others – it’s practically ingrained into their DNA! But it’s important to allow yourself to relax a bit. Think about tasks your family and friends might want to take on and willingly accept a bit of help. Time to truly believe that if YOU didn’t do the task, the world will still go on!

3. Don’t waste mental energy on blame – Teachers often hold themselves responsible for problematic student behaviour, or failure to cover every required topic in depth, or for not adapting instruction to suit the needs of individual students. If you feel this way, know that you are not alone! Many educators feel upset and question their ability to fulfil excessive demands; they hold themselves to the highest standards. But when circumstances limit one’s ability to be in control, self-doubt builds, confidence drops and burnout can emerge.

   Vacation time is the time to start rebooting your positive mindset by recognising that these concerns are NOT a reflection of your teaching skill.

4. Write down all the things you’ve promised yourself to get done during the break. This could include organising things you’ve put off – cleaning your cupboard, getting some new gadget / furniture / curtains, etc., OR taking a short holiday with the family, OR arranging photos on your phone into albums on your computer, OR getting together with people you’ve not met for a long time, OR sending thank you cards to students, friends and families for their kind gratitude/birthday messages. And YES, emptying out the clutter in your laptop / computer!

   

   Make sure your list has tasks to just spoil yourself silly – enjoy a spa/massage, get a new haircut or add a temporary texture/colour, try some nail-art! You might also want to immerse in festive tasks including making any holiday fun-food or buying gifts for family and friends.

   Apart from writing a list of what you plan to do it might also be a good idea to set aside time to get it done. That said, beware… don’t let your holiday be weighed down by too many plans and deadlines; keep the list short and let it not become a source of stress. Write down what you need to get done, week by week, and then portion out tasks. Setting aside time to get things done will allow you to really enjoy the vacation and truly relax when you’re doing nothing.

5. 

   Understand your brain’s stress mode – The brain has a system that strengthens the memories and emotions that are most frequently used or experienced. The term for this, neuroplasticity – the brain’s ability to change or adapt in response to thoughts and experiences. It is this neuroplastic response that builds skills when learning is practised and applied. When stress is frequent, the circuit producing that response becomes stronger – which means that after repeated frustrations and unachieved goals, your brain becomes more efficient at dropping into its stress response mode.

   Almost everything will work again if you UNPLUG it for a few minutes, including YOU. ~Anne Lamott

   You can reboot your brain by strengthening the circuits needed to activate motivation and effort. Plan activities that will provide frequent feedback on your development. This is not the time to challenge yourself with things that you feel you should do but won’t look forward to, such as losing weight! Select goals that you will truly enjoy and that will provide tangible evidence of your progress. These could include planting a garden, taking a pottery or cooking class, taking up a musical instrument or developing a new physical skill such as Zumba or learning mehendi art or candle making. As you make progress in new challenges, the repeated satisfaction of the dopamine response will literally change your brain’s circuitry.

   Repeated effort/reward experiences will promote development of new neural networks that expect positive outcomes. Each time you achieve a goal, your positive mindset circuit will become stronger and this will reboot your confidence when you return to the classroom.

It does take planning in advance to enjoy the restorative benefits of vacation time. The rewards go beyond your reinvigorated mind and body. However; if you can wind-down and spring-clean, you’ll return to the classroom less stressed. This will boost your energy levels and have a positive impact on your students as well.

After this process, you need to reflect, refresh and recharge yourself with new skills. To read more about how to be a Reflective Teacher, do read about it in the February 2023 QEDpress Newsletter, on Page 4:
https://www.qedrak.com/wp-content/uploads/2023/02/qedpress-issue-08.pdf